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Depression and anxiety symptoms: onset, developmental course and risk factors during early childhood

2009· article· en· W2080025570 on OpenAlexaff
Sylvana M. Côté, Michel Boivin, Xuecheng Liu, Daniel S. Nagin, Mark Zoccolillo, Richard E. Tremblay

Bibliographic record

VenueJournal of Child Psychology and Psychiatry · 2009
Typearticle
Languageen
FieldPsychology
TopicChild and Adolescent Psychosocial and Emotional Development
Canadian institutionsMcGill UniversityResearch Unit on Children's Psychosocial MaladjustmentUniversité LavalChild, Adolescent and Family Mental HealthUniversité de Montréal
Fundersnot available
KeywordsAnxietyPsychologyDepression (economics)TemperamentPopulationLife course approachPsychological interventionPediatricsDevelopmental psychologyClinical psychologyPsychiatryDemographyMedicinePersonality

Abstract

fetched live from OpenAlex

BACKGROUND: Depressive and anxiety disorders are among the top ten leading causes of disabilities. We know little, however, about the onset, developmental course and early risk factors for depressive and anxiety symptoms (DAS). OBJECTIVE: Model the developmental trajectories of DAS during early childhood and to identify risk factors for atypically high DAS. METHOD: Group-based developmental trajectories of DAS conditional on risk factors were estimated from annual maternal ratings (1(1/2) to 5 years) in a large population sample (n = 1759). RESULTS: DAS increased substantially in two of the three distinct trajectory groups identified: High-Rising (14.7%); Moderate-Rising (55.4%); and Low (29.9%). Two factors distinguished the High-Rising group from the other two: Difficult temperament at 5 months (High-Rising vs Moderate-Rising: OR = 1.32; 95% CI = 1.13-1.55; High-Rising vs Low: OR = 1.31, CI = 1.12-1.54) and maternal lifetime major depression (High-Rising vs Moderate-Rising: OR = 1.10; CI = 1.01-1.20; High-Rising vs Low: OR = 1.19; CI = 1.08-1.31). Two factors distinguished the High-Rising group from the Low group: High family dysfunction (OR = 1.24; CI = 1.03-1.5) and Low parental self-efficacy (OR = .71; CI = .54-.94). CONCLUSIONS: DAS tend to increase in frequency over the first 5 years of life. Atypically high level can be predicted from mother and child characteristics present before 6 months of age. Preventive interventions should be experimented with at risk infants and parents.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.002
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: Observational
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.018
Threshold uncertainty score0.037

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0010.002
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.001
Science and technology studies0.0000.000
Scholarly communication0.0010.000
Open science0.0000.001
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0010.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.005
GPT teacher head0.253
Teacher spread0.248 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designObservational
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations226
Published2009
Admission routes1
Has abstractyes

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